dc.contributor.authorOei, Adam C.
dc.contributor.authorPatterson, Michael D
dc.identifier.citationOei, A. C., & Patterson, M. D. (2015). Enhancing perceptual and attentional skills requires common demands between the action video games and transfer tasks. Frontiers in psychology, 6(113).en_US
dc.description.abstractDespite increasing evidence that shows action video game play improves perceptual and cognitive skills, the mechanisms of transfer are not well-understood. In line with previous work, we suggest that transfer is dependent upon common demands between the game and transfer task. In the current study, participants played one of four action games with varying speed, visual, and attentional demands for 20 h. We examined whether training enhanced performance for attentional blink, selective attention, attending to multiple items, visual search and auditory detection. Non-gamers who played the game (Modern Combat) with the highest demands showed transfer to tasks of attentional blink and attending to multiple items. The game (MGS Touch) with fewer attentional demands also decreased attentional blink, but to a lesser degree. Other games failed to show transfer, despite having many action game characteristics but at a reduced intensity. The results support the common demands hypothesis.en_US
dc.format.extent11 p.en_US
dc.relation.ispartofseriesFrontiers in psychologyen_US
dc.rights© 2015 Oei and Patterson. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.en_US
dc.subjectDRNTU::Social sciences::Psychology
dc.titleEnhancing perceptual and attentional skills requires common demands between the action video games and transfer tasksen_US
dc.typeJournal Article
dc.contributor.schoolSchool of Humanities and Social Sciencesen_US
dc.description.versionPublished versionen_US

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